goal 17

coalitions of the sd generation--

goal 2

Drones can reduce the cost of fertiliser in agriculture (eg rice paddy japan) by 90% as well serve organic systems https://en.wikipedia.org/wiki/Michinoku_Bank this rural bank in japan has revised its business model - it no longer only finances separate businesses-itis financing the training a
and development of drone farming- see nhkworld 1/20  earlier in the week nhkworld reported that japan is investing in agricultural drones - globally a sector 70% led by china

the  sustainability of half a billion women owned family businesses by brac emerged from a similar system mapping- one of the great models of rural keynesianism hubbed across continental asia (the majority of the worlds people) in the 1970s

the rural community recovery network brac started focusing on training that built
3 rural economies in one
village health workers - see parallel chinese network barefoot doctors
nutrition - see alumni o borlaug which became irri asian rice science
women - in bangladesh women are the resident family and so community builders but they had previously been excluded from finance

faced with tens of thousands of village microfranchises - family owned positive cash flow models in the villages) microfinance of brac was innovated to be the banking system in trust for what compounded as millions of women owned sustainable village business

end poverty goal 1

sustainable humans  cannot end poverty unless banking prioritises financial services for replicating 30000 community solutions- we have known this since 1984 or earlier - those who regulate train or invest in banking that fails this should be removed from every place

- those needing to see solutions primarily because of the island empires of uk and japan-over half of the worlds people living on the continent of asia had been trapped in poverty it makes sense to understand how 100 million girls ended poverty with solutions pioneered in bangladesh - study at brac university if there are no investors in world casds infrastructure- if your place is fortunate enough to have a rich diaspora or other long-term investors study how chinese rural families started by sharing bangla solutions in the 1970s then added infrastructure solutions all the time checking in on what leapfrog solutions bangladesh girl power used henever given a chance at entreprenurial revolution eg mobile finance bkash, microsolarpower

bracuMVP part 1

goal 4 education

At the first UNGA plus 1 of the 17 goals jack ma presented to 20 nations leaders of education why haly of youth will beunemplotable unless education is transformed beyond the classroom -again we have known this since 1984 or earlier

.. Co-covenors : Norway’s PM Erna Solberg,  Chile’s Michelle Bachelet Indonesia’s Joko Widodo,  Malawi’s Peter Mutharika, UNESCO Irina Bokova  acceptance by Ban Ki-Moon Commissioners Gordon Brown (chair, scotland);  Jim Kim, Jack Ma (China),  Gracia Machel (S Africa), Amartya Sen, Ananat Agarwal, Jose Manuel Barroso, Felipe Calderon (Mexico), Kristin Clemet (Norway),  Aliko Dangote (Nigeria), Julia Gilard, Bael Raza Jamil (Pakistan), Amel Karboul (Tunisia), Jakaya Kikwete (tanzania), Yuriko Koike (Japan), Anthony Lake (UNICEF), Ju-Ho Lee (South Korea),  Strive Masiyowa Zimbabwe telecom billionnaire,  Teopisyta Biriungi Mayanja (S Korea), Shakira Mebarak Superstar singer from Colombia, Patricio Meller (Chile),  Ngozi Oko0nzo-Iweala (Nigeria), Sheikha Lubna Al Qasimi (United Arab Emirates),  Kailash Satyarthi (india),  Theo Sowa (African Women Development), Lawrence Summers, Helle Thorning Schmidt (SAve The Children International).. thanks to Sir Fazle Abed : with nearly 100000 staff responsible for education livelihood training and value chain transformation brac leads the way in transforming education to be the solution to the 17 goals -that's before one studies their partners the largest ngo coalition in the world or BRAC University . ..

....Changing education There has been a sea-change in the traditional ages on man. Compared with 1974 our children in 2024 generally go out to paid work (especially computer programming work) much earlier, maybe starting at nine, maybe at twelve, and we do not exploit them. But young adults of twenty-three to forty-five stay at home to play much more than in 1974; it is quite usual today for one parent (probably now generally the father, although sometimes the mother) to stay at home during the period when young children are growing up. And today adults of forty-three to ninety-three go back to school - via computerised learning - much more than they did in 1974. In most of the rich countries in 2024 children are not allowed to leave school until they pass their Preliminary Exam. About 5 per cent of American children passed their exam last year before their eight birthday, but the median age for passing it in 2024 is ten-and-a-half, and remedial education is generally needed if a child has not passed it by the age of fifteen. A child who passes his Prelim can decide whether to tale a job at once, and take up the remainder of his twelve years of free schooling later; or he can pass on to secondary schooling forthwith, and start to study for his Higher Diploma. The mode of learning for the under-twelves is nowadays generally computer-generated. The child sits at home or with a group of friends or (more rarely) in an actual, traditional school building. She or he will be in touch with a computer program that has discovered , during a preliminary assessment, her or his individual learning pattern. The computer will decide what next questions to ask or task to set after each response from each child. A school teacher assessor, who may live half a world away, will generally have been hired, via the voucher system by the family for each individual child. A good assessor will probably have vouchers to monitor the progress of twenty-five individual children, although some parents prefer to employ groups of assessors - one following the child's progress in emotional balance, one in mathematics, one in civilized living, and so on - and these groups band together in telecommuting schools. Many communities and districts also have on-the-spot 'uncles' and 'aunts'. They monitor childrens' educational performance by browsing through the TC and also run play groups where they meet and get to know the children personally... Some of the parents who have temporarily opted out of employment to be a family educator also put up material on the TC s for other parents to consult. Sometimes the advice is given for free, sometimes as a business. It is a business for Joshua Ginsberg. He puts a parents advice newsletter on the TC , usually monthly. Over 300,000 people subscribe to it, nowadays at a 25-cent fee per person, or less if you accept attached advertisements. Here's an entry from the current newsletter: "Now that TCs are universal and can access libraries of books, 3-d video, computer programs, you name it, it is clear that the tasks of both the Educator and the Communicator are far more stimulating that ten years ago. One of my recent lessons with my ten-year-old daughter Julie was in art appreciation. In the standard art appreciation course the TC shows replicas of famous artists' pictures, and a computer asks the pupil to match the artist to the picture. Julie said to the computer that it would be fun to see Constable's Haywain as Picasso might have drawn it. The computer obliged with its interpretation , and then ten more stylised haywains appeared together with the question 'who might have drawn these?'. I believe we are the first to have prompted the TC along this road, but it may now become a standard question when the computer recognises a child with similar learning patterns to Julie's. It is sometimes said that today's isolated sort of teaching has robbed children of the capacity to play and interact with other children. This is nonsense. We ensure that Julie and her four year old brother Pharon have lots of time to play with children in our neighbourhood . But in work we do prefer to interact with children who are of mutual advantage to Julie and to each other. The computer is an ace teacher, but so are people. You really learn things if you can teach them to someone else. Our computer has helped us to find a group of four including Julie with common interests, who each have expertise in some particular areas to teach the others. The TC also makes it easier to play games within the family. My parents used to play draughts, halma, then chess with me. They used to try to be nice to me and let me win. This condescending kindness humiliated me, and I always worked frenetically to beat my younger brother (who therefore always lost and dissolved into tears.) Today Julie, Pharon and I play halma together against the graded computer, and Julie and I play it at chess. The computer knows Pharon's standard of play at halma and Julie's and mine at chess. Its default setting is at that level where each of us can win but only if we play at our best. Thus Pharon sometimes wins his halma game while Julie and I are simultaneously losing our chess game, and this rightly gives Pharon a feeling of achievement. When Julie and I have lost at chess, we usually ask the computer to re-rerun the game, stopping at out nmistakes and giving a commentary. As it is a friendly computer it does a marvelous job of consoling us. Last week it told Julie that the world champion actually once made the same mistake as she had done - would she like to see that game? I intend to devote the next two letters to the subjects I have discussed here , but retailing the best of your suggestions instead of droning on with mine." While the computer's role in children's education is mainly that of instructor (discovering a child's learning pattern and responding to it) and learning group matcher, its main role in higher education is as a store of knowledge. Although a computer can only know what Man has taught it, it has this huge advantage. No individual man lives or studies long enough to imbibe within himself all the skills and resources that are the product of the millennia of man's quest for knowledge, all the riches and details from man's inheritance of learning passed on from generation to generation. But any computer today can inherit and call up instantly any skill which exists anywhere in the form of a program. This is why automatically updated databases are today the principal instruments of higher education and academic research. It is difficult for our generation to conceive that only forty years ago our scientists acted as tortoise-like discoverers of knowledge, confined to small and jealous cliques with random and restricted methods of communicating ideas. Down until the 1980s the world has several hundred sepaate cancer research organisations with no central co-ordinating database...

Commission - most exciting report on education to be issued UN NY 18 Sept Coursera - Education

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